BRIEFING
Successful schools start with healthy minds
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Acknowledgement of Country
I would like to acknowledge the
traditional custodians of this land
and pay my respects to Elders past,
present and future, for they hold the
memories, the traditions, the culture
and hopes of Aboriginal and Torres
Strait Islander Australians.
Session outline
Why it matters
 Does it matter that my school believes in me?
 Does it matter that I feel I belong at school?
 Does it matter that I have friends and can share
my feelings?
 Does it matter that I have people who support
and understand me?
 Does it matter that I have someone I can turn to?
The aims
A whole-school approach to mental health
and wellbeing that aims to contribute to:
The goals
Thinking about wellbeing
What do you think of
when you hear the terms…
 Physical health?
 Mental health?
Thinking about mental health
 Mental health is
not mental illness
 Skills to build
mental health
and wellbeing
can be learned
Defining mental health and wellbeing
“A state of wellbeing in which an
individual realises his or her own abilities,
can cope with the normal stresses of life,
can work productively and is able to make
a contribution to his or her community.”
“There is no health without mental health.”
World Health Organization (2007)
Children’s mental health and wellbeing
Mental health across the lifespan has
been identified as a national priority
Estimates suggest mental health difficulties
affect 1 in 7 Australian primary school children.
National Child Mental Health Survey (Sawyer et al., 2000)
Australian Health Ministers (2003)
A national priority
Only 1 in 4 children with a
mental health difficulty receive help.
National Child Mental Health Survey (Sawyer et al., 2000)
Australian Health Ministers (2003)
An educational priority
“The vast majority of principals (80%)
believe that mental health and wellbeing
are “very important” for academic achievement.”
International Association of Child and Adolescent Mental Health and Schools
(Intercamhs) with the International Confederation of Principals (ICP) 2010.
Benefits linked to quality
Schools with the best outcomes
implemented KidsMatter as follows:
 Adhered to the KidsMatter prescribed steps
 Had active involvement of the school
leadership team and whole staff in planning
 Encouraged parental involvement
Dix et al, 2011, Children & Adolescent Mental Health Journal
Benefits of KidsMatter: students
Benefits for students included:
 Increased positive mental health
(eg optimism and coping)

Reduced mental health difficulties
(eg emotional symptoms, hyperactivity,
conduct problems and peer difficulties)

Improvements in behaviour and
motivation for students already
experiencing mental health challenges
KidsMatter Primary pilot evaluation, Flinders University 2009
Improved academic results
NAPLAN – positive results over
a two year trial period …
“…KidsMatter appears to be positively associated
with the level of student academic achievement,
equivalent to 6 months more schooling by Year 7,
over and above any influence of socio-economic
background.”
Dix et al, 2011, Child & Adolescent Mental Health Journal
Benefits: Staff
Benefits for staff included:

Increased staff satisfaction

Professional learning opportunities

Improved student learning
and behaviour
Benefits: schools and community
KidsMatter Primary provides:

An umbrella for bringing together
existing wellbeing policies and practices

Processes for building a school
mental health and wellbeing strategic plan

A common language for the whole community

Stronger parent engagement and parenting
capacity

More effective partnerships with community

Improved student educational outcomes
KidsMatter Primary pilot evaluation, 2009, Flinders University
An integrated ‘whole-child’ approach
“Schools will be most successful in their
educational mission when they integrate
efforts to promote children’s academic,
social, and emotional learning.”
Zins et al., 2004
What’s different about KidsMatter?

A focus on mental health and wellbeing
improves learning

Unique partnership between education,
health, families and community

Framework links wellbeing policies
and practices

Not a program; a sustainable process

Builds school evidence alongside
international evidence, theory and practice
Education and health together
KidsMatter provides
Implementation resources
Schools receive:
 A guided implementation
and planning process
 Essential reading
 Action Team Handbook
 Survey and planning tools
 E-newsletters
Professional development
It’s easy to sign-up for KidsMatter
professional development through
the online registration process.
Support, guidance and networks
KidsMatter provides:
 State and territory staff
 Ongoing series of network and support meetings
 School newsletters
 National ‘front-desk’ enquiry line 1800 543 767
 Website www.kidsmatter.edu.au/primary
Potential external supporters
Schools can receive support from:
 Education sectors
 School support services
 Mental health providers
 Health and community agencies
 Family and cultural support services
 Other KidsMatter schools
The KidsMatter Primary framework
The guiding principles
Theoretical underpinnings
 Model for mental health promotion, prevention
and early intervention in schools
World Health Organization 1994
 Socio-ecological model
(schools and families together)
Bronfenbrenner Ecological Systems theory 1977
 Risk and protective factors model
Commonwealth Dep’t of Health and Aged Care 2000
 Whole school approach
Health Promoting Schools, World Health Organization 1986
Promotion, prevention, early intervention
Works with the
whole community and
provides support and
information to staff,
parents and carers
Whole-school
community
Through the
curriculum, creates
opportunities to practise
skills and engages
parents and carers
All students
Students experiencing
mental health
difficulties
Adapted from World Health Organization (1994)
Supports children in
school and develops
clear processes and
referral pathways (by
working with parents and
carers and health and
community agencies)
Risk and protective factors
(adapted from Commonwealth Dept of Health and Aged Care, 2000 and Spence, 1996)
Socio-ecological
Adapted from Bronfenbrenner Ecological Systems theory 1977
The whole school approach
The four components
1
COMPONENT
Positive school community
Encourages a shared understanding of
mental health and wellbeing for the whole
school community and respectful relationships
that promote
 A sense of belonging and inclusion
 A welcoming school environment that
reflects diversity in the community
 Active involvement of students, staff,
families and community
1
COMPONENT
Whole school celebrations
All students and staff wore a red shirt
on the last day of term to celebrate
their work with Component 1
2
COMPONENT
Social and emotional learning (SEL)
Social and emotional learning in the classroom:
 Promotes the five core social and emotional
competencies for children’s social and
emotional development
 Encourages schools to embed these in the
curriculum, while providing opportunities for
students to practice and transfer their skills
(beyond the classroom)
2
COMPONENT
SEL competencies
CASEL (2006)
2
COMPONENT
SEL beyond the classroom
These bags are available in a range of topics from the school
library for parents to borrow. They include picture books to
read with children and KidsMatter Tip Sheets
3
COMPONENT
Working with parents and carers
Connecting with the school community:
 Promotes collaborative working relationships
between school staff and parents and carers
 Encourages schools to facilitate access to
information and services that support parenting
 Provides opportunities for families to extend
their social and support networks
3
COMPONENT
Welcoming and resourcing parents
Some schools provide a parent space
where information is shared and parents
feel welcome
4
COMPONENT
Helping children experiencing
mental health difficulties
Within the boundaries of their role,
teachers and schools can help by:

recognising signs of difficulties

supporting these students by referring
them for assistance

working closely with families and support services

helping them to remain engaged in education
KidsMatter brings people together
KidsMatter supports schools business

Melbourne Declaration - Educational Goals
for young Australians (MCEETYA 2008)

General Capabilities in the Australian Curriculum –
“Personal & Social Capability” (ACARA 2012)

National Safe Schools Framework (2010)

National Mental Health Strategy
(Department of Health and Ageing 2009)

School vision, strategic plan and other whole
school initiatives eg Positive Behaviour Support
The starting point
For a school, this means…

Commitment – with community support – to:




An 18 month to three year initial process
A minimum of 12 hours of professional learning for
all school staff over this period
Four days of training for selected staff member/s to
facilitate this professional learning
Establishing, supporting and resourcing a School
Action Team to drive and lead the process
Recommended next steps
Here are the steps schools can take:
1. Gain support from school community
 share the Introduction to KidsMatter
Primary CD
2. When you have school support, sign and
submit The Statement of our Commitment
3. Establish your School Action Team
 read Leading and driving KidsMatter
4. Register your Action Team on KidsMatter
website to attend Getting Started training
 read What works best
Thank you
Name:
Email:
Phone number:
 KidsMatter website: www.kidsmatter.edu.au/primary
 Evaluation Website: caef.flinders.edu.au/kidsmatter/